The Effectiveness of Problem-based Learning Using Manipulative Materials Approach on Cognitive Ability in Mathematics Learning

Abstract

This study aims to describe the more effective learning model between problem-based learning model using manipulative materials model and problem based learning for junior high school students’ in term of cognitive ability. This quasi-experiment use the quantitative approach (pretest-posttest with nonequivalent group design) with two treatments: the experimental class using problem-based learning with manipulative material and the control class using problem-based learning. The effectiveness of treatments in both classes was analyzed used one sample t-test with 5% of the significance level. To test the comparison between the experimental class and the control class, the data analysis using an independent sample t-test with a 5% significance level. The result of this study shows that the problem-based learning using manipulative materials and problem-based learning, both are effective in term of students’ cognitive abilities in learning mathematics. This study obtained that class with problem-based learning using of manipulative material is more effective in term of students’ cognitive abilities in mathematics.